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Lärarstudenters berättelser om läsning. Från tidig barndom till mötet med lärarutbildning

Svensson, Anna-Karin LU (2011) In Malmö Studies in Educational Sciences No. 58.
Abstract (Swedish)
Popular Abstract in Swedish

Avhandlingen belyser läsning och läsarbanor i ett livsperspektiv där fyra lärarstudenters berättelser om läsning från barndom till mötet med lärarutbildningen analyseras ur ett sociokulturellt perspektiv. Ur berättelserna om läsning i olika kontexter såsom familj, skola och lärarutbildning framträder ett perspektiv på läsning som en relationell process. I en relationell läsprocess visar sig viktiga andra, som bjuder in och bekräftar, vara de mest betydelsefulla grundförutsättningarna. Viktiga andra, d.v.s. de som är betydelsefulla och stöder läsprocessen, finns i alla de sammanhang som studenterna berättar om, från tidig läsning i barndomen till vuxenlivets läsning i olika läspraktiker. ... (More)
Popular Abstract in Swedish

Avhandlingen belyser läsning och läsarbanor i ett livsperspektiv där fyra lärarstudenters berättelser om läsning från barndom till mötet med lärarutbildningen analyseras ur ett sociokulturellt perspektiv. Ur berättelserna om läsning i olika kontexter såsom familj, skola och lärarutbildning framträder ett perspektiv på läsning som en relationell process. I en relationell läsprocess visar sig viktiga andra, som bjuder in och bekräftar, vara de mest betydelsefulla grundförutsättningarna. Viktiga andra, d.v.s. de som är betydelsefulla och stöder läsprocessen, finns i alla de sammanhang som studenterna berättar om, från tidig läsning i barndomen till vuxenlivets läsning i olika läspraktiker.



Enligt studenternas läsarbanor finns flera olika läsarföreningar beroende på sammanhang. I berättelserna framkommer hur upplevelser av delaktighet i en läsarförening inte automatiskt överförs till en annan. I mötet med läsning i nya sammanhang uppstår större eller mindre glapp som utmanar och behöver överbryggas.



Att bli medveten om sin egen läsning i ett livsperspektiv kan innebära insikter i att läsning är en relationell process som sker i situerade praktiker kopplad till personliga, historiska, kulturella och sociala kontexter, vilket betyder att undervisning kring läsprocesser är en långt mera komplicerad process än att enbart lära ut hur text avkodas som isolerad färdighet. (Less)
Abstract
The aim of the thesis is to contribute to knowledge about experience and perceptions of reading that students at a school of education have, from early reading experiences in childhood, to the encounter with reading in context of their teacher training. The following overarching questions were asked: What aspects of narratives appear to be significant in the students’ reading trajectories? Which aspects of the narratives appear to be significant in the encounter with reading during the students’ teacher training?



To place the present investigation in a wider context a social-cultural perspective on reading is used as a means to shed light on the empirical data of the thesis. The choice of methodology is based on an... (More)
The aim of the thesis is to contribute to knowledge about experience and perceptions of reading that students at a school of education have, from early reading experiences in childhood, to the encounter with reading in context of their teacher training. The following overarching questions were asked: What aspects of narratives appear to be significant in the students’ reading trajectories? Which aspects of the narratives appear to be significant in the encounter with reading during the students’ teacher training?



To place the present investigation in a wider context a social-cultural perspective on reading is used as a means to shed light on the empirical data of the thesis. The choice of methodology is based on an epistemology where life stories are viewed as something which can provide knowledge about people’s experience and perceptions.



As an overarching result, the students’ stories show that reading is a relational process, which occurs with significant others. Significant others invite and confirm the individual to read in various contexts. The metaphor literary breast-feeding shows how interest is transmitted in a close relationship. It makes the child, pupil or student feel that he/she is a participant in different societies of readers. Artifacts are crucial to raise interest in texts. Such artifacts are used as tools to shape play, motivation and imagination. The student’s reading trajectories also clearly indicate that challenges and gaps exist between different contexts, and that these gaps challenge the individual and need to be bridged. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Professor Bergstedt, Bo, Sociologiska institutionen, Lunds universitet
organization
publishing date
type
Thesis
publication status
published
subject
keywords
significant others, reading trajectories, reading as a relational process, life stories, societies of readers
in
Malmö Studies in Educational Sciences
volume
No. 58
pages
236 pages
publisher
Malmö högskola
defense location
D 138, Lärarutbildningen, Orkanen, Nordenskiöldsgatan 10, Malmö
defense date
2011-01-14 13:15
ISSN
1651-4513
ISBN
978-91-86295-09-7
language
Swedish
LU publication?
yes
id
96854fe5-cc65-488b-8a82-0b68f01a4025 (old id 1748357)
date added to LUP
2010-12-21 13:32:09
date last changed
2016-09-19 08:44:46
@phdthesis{96854fe5-cc65-488b-8a82-0b68f01a4025,
  abstract     = {The aim of the thesis is to contribute to knowledge about experience and perceptions of reading that students at a school of education have, from early reading experiences in childhood, to the encounter with reading in context of their teacher training. The following overarching questions were asked: What aspects of narratives appear to be significant in the students’ reading trajectories? Which aspects of the narratives appear to be significant in the encounter with reading during the students’ teacher training?<br/><br>
<br/><br>
To place the present investigation in a wider context a social-cultural perspective on reading is used as a means to shed light on the empirical data of the thesis. The choice of methodology is based on an epistemology where life stories are viewed as something which can provide knowledge about people’s experience and perceptions. <br/><br>
<br/><br>
As an overarching result, the students’ stories show that reading is a relational process, which occurs with significant others. Significant others invite and confirm the individual to read in various contexts. The metaphor literary breast-feeding shows how interest is transmitted in a close relationship. It makes the child, pupil or student feel that he/she is a participant in different societies of readers. Artifacts are crucial to raise interest in texts. Such artifacts are used as tools to shape play, motivation and imagination. The student’s reading trajectories also clearly indicate that challenges and gaps exist between different contexts, and that these gaps challenge the individual and need to be bridged.},
  author       = {Svensson, Anna-Karin},
  isbn         = {978-91-86295-09-7},
  issn         = {1651-4513},
  keyword      = {significant others,reading trajectories,reading as a relational process,life stories,societies of readers},
  language     = {swe},
  pages        = {236},
  publisher    = {Malmö högskola},
  school       = {Lund University},
  series       = {Malmö Studies in Educational Sciences},
  title        = {Lärarstudenters berättelser om läsning. Från tidig barndom till mötet med lärarutbildning},
  volume       = {No. 58},
  year         = {2011},
}